The terms induction and mentoring have become synonymous in most states and school districts across the country. Although used interchangeably, they actually have different meanings, both of which are equally important in retaining new and beginning teachers. Induction programs offer a wider support system than mentoring alone by providing guidance and introduction to a position as well as help in curriculum planning, evaluation, professional development and mentoring. Mentoring or coaching includes one-on-one support and feedback by an experienced, veteran teacher to a novice teacher resulting in increased skills and confidence necessary for success in the teaching profession and are generally a component of a more intensive induction program.

It is within the first few years of actual teaching in the classroom that teachers can become accomplished professionals. It is also true that within the first three years of teaching, those without induction programs or support are twice as likely to leave. New teachers who participate in induction programs and receive quality mentoring are the ones who adjust to the profession, and experience more job satisfaction resulting in increased retention rates in schools, over teachers who receive little or no support. Participation not only benefits and has a positive effect on the inexperienced, but on the experienced teachers as well.

Induction Programs and Mentoring StateNotesA series of three StateNotes on induction programs and mentoring for new and beginning teachers defines terms and identifies which states and territories have induction programs and mentoring policies.